Urban Educators: Robert Noyce Scholarship for Math & Science Teachers - Phase II

该奖项由2009年美国复苏和再投资法案(公法111-5)资助。印第安纳大学普渡大学印第安纳波利斯分校(IUPUI)的诺伊斯学者参加了T2T(过渡到教学)计划，该计划允许STEM毕业生和STEM专业人员在一年的课程中完成中学水平(6-12年级)科学和数学教师准备的要求和实地经验。T2T计划建立在教育学院和马里恩县高需求学区之间建立的合作伙伴关系上，包括印第安纳波利斯公立学校(IPS)系统。目前的罗伯特·诺伊斯计划(DUE-0531598)已经成功地为印第安纳州的城市高需求教室培养了26名高素质的科学和数学教师。诺伊斯第二阶段有三个目标。它计划继续增加中学科学和数学教师的数量--每年10名教师，重点是从少数民族中招聘个人。它还将通过为新教师提供持续的指导，同时启动一项纵向研究计划来评估该计划的有效性，从而加强留住新手教师。智力方面的优点反映在它的重点是招聘拥有探究式教学技能的不同学者，通过创建在职教师指导计划来额外强调留住新教师，以及衡量该项目的影响和计划的有效性的复杂机制。这一项目的更广泛影响可能会被数学和科学教师队伍的多样性增强所认识到，他们致力于在未来几十年增加城市学校进入STEM领域的学生的数量、质量和多样性。

This award is funded under the American Recovery and Reinvestment Act of 2009 (Public Law 111-5).The Noyce Scholars at Indiana University Purdue University Indianapolis (IUPUI) are enrolled in the Transition to Teaching (T2T) program that allows both STEM graduates and STEM professionals to complete the requirements and field experiences for teacher preparation in the sciences and mathematics at the secondary level (grades 6-12) over the course of one calendar year. The T2T program builds on the established partnership between School of Education and high-need school districts in Marion County, including the Indianapolis Public Schools (IPS) system. The current Robert Noyce Program (DUE-0531598) has successfully prepared 26 highly qualified science and math teachers for the urban high-need classrooms in Indiana.The Noyce Phase II has three objectives. It plans to continue to increase the number of secondary science and mathematics teachers - 10 teachers each year, with an emphasis on the recruitment of individuals from ethnic minorities. It will also enhance retention of novice teachers by providing on-going mentoring for the new teachers while simultaneously initiating a longitudinal research plan to assess the effectiveness of the program.The intellectual merit reflects on its focus on recruitment of diverse scholars who possess developed skills in inquiry-base teaching, the additional emphasis on new teacher retention by creating an in-service teachers' mentoring program, sophisticated mechanisms for measuring the impact of the project and the effectiveness of the program. The broader impact of this project may be recognized by the enhanced diversity of math and science teachers who are committed to increasing the quantity, quality, and diversity of students in urban schools who will enter STEM fields in the coming decades.